WorldCat Identities

National Centre for Vocational Education Research (Australia)

Works: 1,312 works in 1,936 publications in 1 language and 11,982 library holdings
Genres: Periodicals  Conference papers and proceedings  Bibliography  Directories  Abstracts 
Roles: Editor
Classifications: LC1047.A8, 374.0130994
Publication Timeline
Most widely held works about National Centre for Vocational Education Research (Australia)
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Most widely held works by National Centre for Vocational Education Research (Australia)
Australian vocational education and training statistics( )

in English and held by 250 WorldCat member libraries worldwide

This publication presents a summary of information from the 2001 Survey of employer views on vocational education and training (VET). It contains results of surveying approximately 6,821 employers, including 3,271 specially targeted employers of recent VET graduates. For all employers, it includes findings on employers' chracteristics, their general views on VET, as well as some information on their organisations' training practices. Additional information on specific aspects of VET delivery was sought from employers of recent VET gradutes. A more detailed report is also available in Statistics 2001: Survey of employer views - National report
Australian & New Zealand journal of vocational education research( )

in English and held by 81 WorldCat member libraries worldwide

Cross-cultural communication : a national resource guide by Maryellen Haines( Book )

1 edition published in 1992 in English and held by 69 WorldCat member libraries worldwide

The resource guide, designed for Australian educators in need of information about or skills in cross-cultural communication, lists print and audiovisual materials, personnel, and current projects in intercultural communication. Its contents were gathered by database search, survey, and interview. Introductory chapters describe the guide's construction and content, provide a subject index, and give an overview of cross-cultural communication issues in education. Subsequent sections contain citations of relevant texts (books, book chapters, journal articles, conference proceedings, individual conference reports, bibliographies, catalogs, directories, guides, handbooks, kits, manuals, papers and reports, and simulations and training packages), journals (Australian and overseas), and audiovisual resources (catalogs). The guide also lists and describes current cross-cultural communication projects in Australia, lists the names and addresses of individuals in a human resources network throughout Australia, and lists relevant databases and organizations. Appended materials include a list of abbreviations and acronyms, a description of the approach and methodology used in constructing the guide, author and title indexes, and sheets for readers to use in submitting updated information. (Mse)
Developing a competent workforce : adult learning strategies for vocational educators and trainers by Andrew Gonczi( Book )

2 editions published between 1992 and 1993 in English and held by 61 WorldCat member libraries worldwide

The intent of this document is to provide teachers in vocational education and trainers in industry, commerce and government with a greater understanding of the role of vocational education and training in the current context of economic and industrial change in Australia. Following an introduction, section 1 deals with the policy context of the development of human resources and explains the challenges to vocational educators. It includes the following: (1) "Workplace Reform and Vocational Education and Training" (Geoff Hayton); (2) "The Policy Context for Vocational Education and Training" (Andrew Gonczi, Paul Hager); and (3) "Challenges Facing Vocational Teachers and Trainers in the 1990s" (Geoff Scott). Section 2 deals with strategies for developing learning in the workplace and in vocational education settings. It includes the following: (1) "Communication Competence" (Michael Kaye); (2) "Self-Paced Learning" (Lann Dawes); (3) "Self-Directed Learning" (Griff Foley); (4) "Teaching for Critical Thinking" (Paul Hager); (5) "Mentoring and Coaching" (Peter Russell); (6) "Intensive Workshops" (Hank Schaafsma, Laraine Spindler); and (7) "Learning through Play: Simulations and Games" (Elizabeth Leigh, Hank Schaafsma). Section 3, on self-evaluation and ways of assessing learning, includes the following: (1) "Assessing Standards of Competence" (Doug McCurry); (2) "Assessment in Modern Vocational Education" (Geof Hawke, Liz Oliver); (3) "Recognition of Prior Learning" (Ruth Cohen); and (4) "Self-Evaluation" (Bob Gowing, Shirley Saunders). (CML)
Succeeding against the odds : the outcomes attained by Indigenous students in Aboriginal community-controlled adult education colleges by Deborah Durnan( Book )

2 editions published in 1999 in English and held by 51 WorldCat member libraries worldwide

This report quantifies the outcomes being achieved by Indigenous students in accredited vocational education and training (VET) programs provided by independent Aboriginal community-controlled adult education colleges. The study shows that outcomes achieved in this sector were better than those being achieved by Indigenous students in the VET sector as a whole, despite the fact that students in this sector have experienced more severe educational and social disadvantage than Indigenous VET students as a whole. Also, reasonable employment outcomes are being attained in this sector, but pay is lower than for TAFE graduates
The market for vocational education and training by Chris, Ed Robinson( Book )

1 edition published in 1998 in English and held by 51 WorldCat member libraries worldwide

" ... the most comprehensive collection of papers yet compiled about vocational education and training markets in Australia [and] selected overseas experience ..."--Page iii
Creating a sense of place : Indigenous peoples in vocational education and training by Chris Robinson( Book )

1 edition published in 1999 in English and held by 50 WorldCat member libraries worldwide

The participation of Australia's indigenous peoples in vocational education and training (vet) and the outcomes of their participation were examined in a national study that involved four major data collection activities: investigation of statistics in the national vet collection and results of the Graduate Destination Survey; review of literature on performance indicators and determination of outcomes in vet; review of literature on factors contributing to indigenous students' success; and field studies that entailed interviewing managers, teachers, students, and others at 16 Technical and Further Education (tafe) institutions. The study established that inequality between indigenous peoples and other Australians in access to and participation in vet has been eliminated. All tafe institutes surveyed have embraced national and state/territory-level policies, and plans to improve indigenous vet and most tafe institutions have established special indigenous organization structures; however, the areas of monitoring indigenous students' performance across institute programs and developing strategies to improve the outcomes students achieve or reduce students' rates of attrition have received relatively little attention. (The report contains 15 references and 61 tables/figures. Appended are the following: description of project methodology, literature review and 30 additional references, 29 tables of statistical data, and student survey results.) (mn)
Australian training review( )

in English and held by 48 WorldCat member libraries worldwide

Readings in Australian vocational education and training research( Book )

1 edition published in 1998 in English and held by 45 WorldCat member libraries worldwide

Current issues and new agendas in workplace learning by David Boud( Book )

3 editions published in 1998 in English and held by 43 WorldCat member libraries worldwide

This book focusses on what we know and how we think about workplace learning. It is about understanding the complex and multifaceted field of learning at work and in settings related to employment. It attempts to bring together what is currently known about research on workplace learning in ways which are helpful to researchers, practitioners and policy-makers. In particular it focuses on the needed research agenda in this area. The book seeks to capture the rich and varied work which has been undertaken on the increasingly important phenomenon of workplace learning and to describe it in ways which make it accessible. It aims to generate discussion about directions for development of workplace learning and research associated with it
Working towards best practice in assessment : a case study approach to some issues concerning competency-based assessment in the vocational education and training sector by Barbara Bloch( Book )

1 edition published in 1994 in English and held by 41 WorldCat member libraries worldwide

Between July and November 1993, a cross-section of Australia's school- and workplace-based vocational education and training programs was studied to identify programs using innovative assessment strategies and materials. As innovative strategies/materials were identified, the study methodology was revised and a case study approach was adopted. The eight programs selected for study were competency-based programs. They represented a mix of school and workplace programs and prepared students for certificates in widely ranging areas/occupations, including the following: adult general education, engineering production, carpentry and joinery, public administration, restaurant service, and occupational health and safety. The practices and materials used in each program were identified and discussed. The following issues emerging from the case studies were examined: assessor training; integrating learning and assessment; validity and reliability; literacy, numeracy, and language; enterprise and industry standards; and assessment instruments. (Most of this document consists of the eight case studies. The individual case study reports contain the following kinds of sample materials/exhibits: sample learning activities/modules, assessor guidelines, competency assessment checklists, student assessment criteria, competency statements and corresponding performance criteria, and sample tests. The bibliography lists 10 references.) (mn)
Making a difference : the impact of Australia's indigenous education and training policy by Chris Robinson( Book )

1 edition published in 1998 in English and held by 41 WorldCat member libraries worldwide

In 1989, Australia embarked on a concerted effort to eliminate the inequalities between Aboriginal and Torres Strait Islander peoples and the rest of Australia's population with respect to access to, participation in, and outcomes from all levels of education and training. All Australian governments (federal, state, and territory) adopted the National Aboriginal and Torres Strait Islander Education Policy, which is based on the principle of indigenous involvement in education decision making. Since its adoption, the new national policy has facilitated a visible shift in attitudes and actions on the part of indigenous and nonindigenous people alike, and technical and further education institutes' and universities' accommodation of indigenous students' needs and aspirations has improved significantly. For the first time, parity between indigenous and nonindigenous people is within sight in some sectors and some age groups. However, more remains to be done in relation to achieving the policy's goals regarding parity of educational outcomes between indigenous and nonindigenous peoples. The most critical issue for future improvements is to create conditions encouraging indigenous people to achieve appropriate outcomes in education and training. (The report contains 19 references. Appended is the text of the Aboriginal Education [Supplementary Assistance] Act of 1989.) (mn)
Evaluating the contribution of competency-based training by Dianne Mulcahy( Book )

2 editions published in 1999 in English and held by 41 WorldCat member libraries worldwide

The contribution of competency-based training (cbt) to Australia's vocational education and training (vet) sector was examined through three data collection activities: review of Australian and international literature on vet and cbt; telephone survey of a sample of training managers of 195 companies across Australia; and 8 intensive case studies of competency-based vet programs throughout Australia. According to the literature review, the contribution of cbt to outcomes in vet is strongly related to the following: how competency is conceived; flexibility in the development and use of national competency standards; and processes and structures of training provision. The national telephone survey indicated that CBT's success relies on the following three factors: (1) specific skills, on-the-job learning and assessment, and recognized training with formal acknowledgment of skills in a qualifications structure; (2) enterprise development in adapting to and managing changing workplace realities; and (3) workplace and industry accountability. The case studies showed that CBT's outcomes depend on how competency is conceived and how the training process is defined. (The report contains 115 references. Appendixes, constituting approximately 40% of this document, contain the following: national survey information, descriptions of case study sites, case studies, telephone survey questionnaire, case study observation schedule, and case study interview questionnaire.) (mn)
Cognition at work : the development of vocational expertise by J., Ed Stevenson( Book )

1 edition published in 1994 in English and held by 39 WorldCat member libraries worldwide

This book contains eight papers examining vocational expertise and how best to develop it. The first paper, "Vocational Expertise" (John Stevenson), presents five approaches to developing it. The role of context in patterning cognition is considered in "Authenticity in Workplace Learning Settings" (Stephen Billett). In "Learning in Apprenticeship Courses" (Glen Evans), conceptual and perceptual knowledge and performance are discussed as components of competence. "Train Simulators and the Development of Expertise" (Charlie McKavanagh) analyzes differences between novices and experts from the standpoint of their different approaches to problem solving. The conclusion of "Problem-based Learning in Workshops" (Howard Middleton) is that workshop-based programs are much more effective than teacher-centered technical and further education (tafe) programs in helping students develop the creative thinking skills needed for the workplace. "Development of Expertise in tafe Colleges" (John Stevenson, Charlie McKavanagh) explores the nature of teaching and learning in tafe. "Measuring the Press for Skill Development" (John Stevenson, Charlie McKavanagh, and Alan Evans) discusses the Cognitive Power Holding Questionnaire, and "Pressing tafe Learners into Far Transfer within a Competency-Based Training (cbt) Framework" (Fred Beven) uses the questionnaire to monitor emphases on different levels of cognitive procedures in a tourism and hospitality program course. All papers contain substantial bibliographies. Fifty-five tables/figures are included. (Mn)
What future for technical & vocational education & training? by William C., Ed Hall( Book )

1 edition published in 1993 in English and held by 39 WorldCat member libraries worldwide

This collection of articles of international appeal on the future of vocational and technical education and training begins with an introduction by William Hall and includes the following papers: "New Vocationalism in the United States: Potential Problems and Outlook" (Benson); "Learning within a Work Context: Training Concepts, Experience, Developments" (Laur-Ernst); "The Unitisation of Qualifications across the Academic/Vocational Divide: Implications for Curriculum Design and the Measurement of Quality" (Stanton); "Reform of Tertiary Education: The New Zealand Experience" (O'Connor); "Policies and Practices in Vocational Education and Training in Australia" (Stevenson); "Influences and Trends in the Liberian Vocational/Technical Education System: Prospectus for the Nineties and Beyond" (Witherspoon); "Reforming Vocational Learning? Contradictions of Competence" (Jackson); "Lessons Learned in Scottish Competence-Based Systems" (Gunning); "How Convincing Are the Arguments against Competency Standards?" (Hager); "Selection for Vocational Education: Some Lessons from Elsewhere" (Foyster); "Quality Improvement in the Vocational Education and Training Industry" (Holland); and "Quality Assurance Audits in Technical and Further Education: Meeting the Needs of the Ministers" (Navaratnam). Most of the papers include substantial bibliographies. (MN)
Getting to grips with implementing CBT by Roger Harris( Book )

2 editions published between 1992 and 1993 in English and held by 39 WorldCat member libraries worldwide

This booklet is intended to help persons interested in developing and implementing a competency-based training (CBT) program. It begins with a definition of CBT and outlines the steps involved in developing and implementing a CBT program (with emphasis on available materials and existing programs in Australia). The first section is a series of questions and answers designed to help trainers determine whether they are ready to implement CBT and whether a CBT program will work for them. Section 2 discusses the following steps in the program development process: preparing others for CBT, designing a CBT program, getting materials and resources, organizing the facilities, and developing management procedures. The third section covers assisting learning, assessing learning, and monitoring a CBT program. Next, the concept of CBT as an evolving phenomenon is discussed briefly. The final section is an annotated bibliography of 14 recommended publications (13 published in Australia) concerning competency-based vocational education programs and their implementation. (MN)
'Don't be too polite, girls!' : women, work and vocational education and training : a critical review of the literature by Édith Butler( Book )

3 editions published in 2000 in English and held by 38 WorldCat member libraries worldwide

The report recommends structural systemic change in the vocational educational training system, including the political will to position equity as a central organising feature. Another necessary feature is that of consistent policy which links VET and other related economic and social policy areas. Ongoing collaborative and participative effort and effective research activities are essential to shape an inclusive VET community
Australian apprentices and trainees 1997 : apprentices and trainees at TAFE : an overview by Leabrook (Australia) National Centre for Vocational Education Research( Book )

2 editions published in 1999 in English and held by 37 WorldCat member libraries worldwide

Records from the quarterly collection of data on Australia's apprentices and trainees were matched with the annual data from vocational education and training providers (vet). The results provide information on the courses and modules undertaken as part of off-the-job training of apprentices and trainees who had a contract of training with an employer during 1997 and studied a Technical and Further Education (tafe) course. These are the findings on course enrollment: they enrolled in an average of 1.2 courses, similar to that for all vocational education and training (vet) students; Australian Qualification Framework (aqf) level 3 or equivalent courses comprised the largest individual proportion of aqf course enrollments with 63.6 percent; male apprentices and trainees comprised 75.3 percent of all aqf and equivalent course enrollments; 49.3 percent enrolled in aqf and equivalent courses were aged 15-19; and major fields of study were engineering and surveying (37.1 percent), services, hospitality, and transportation (16.8), and architecture and building (15.6). These are the findings on module enrollment: they enrolled in an average of 11 modules, significantly more than the 6.7 for the general vet student population; they undertook an average of 298 hours of study; 65.6 percent undertook 200-540 hours of training, in contrast to 25.8 percent for all vet students; the major areas of learning were engineering and processing (30.1 percent), administration, business, economics, and law (13.4), built environment (12.4), and hospitality, tourism, and personal services (12.2); and 64.9 percent of module enrollments resulted in a successful module completion. (A glossary is appended.) (Ylb)
Australian vocational education & training : South Australia ; an overview by Leabrook (Australia) National Centre for Vocational Education Research( Book )

2 editions published in 2000 in English and held by 16 WorldCat member libraries worldwide

The findings of this report suggest there is a need for more specific training, which is relevant and focussed to industry needs. allied with this was the need for more practical on-the job training with industry experience. More interaction between industry/employer to training providers and from training providers to industry/ employers was recommended. The need for training to keep up with technological change was also suggested. Employers also believed there is a need to instil better work ethics and drive in students
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Alternative Names

National Centre for Vocational Education Research


English (73)